English Language Development

at the Emerging level of English language proficiency to respond meaningfully to the question with

an open sentence frame (e.g., I think ____ learned _____ because _____.), which she posts for later

reference. She asks the children to repeat the sentence frame with her once or twice before they use

it with their partners. She also has them sit near her, so she can prompt them to share their ideas,

provide modeling for them, or provide other forms of substantial scaffolding. Previewing stories and

other texts (or having students read the texts, or reading them aloud to students) in their primary

language also can support their comprehension of the story in English and their ability to interact in

conversations about the text in English.

English learners at the Expanding and Bridging levels of English language proficiency generally

require less intensive linguistic support. However, all children need varying levels of scaffolding

depending on the task, the text, and their familiarity with the content and the language required

to understand and engage in discussion. Figure 4.20 presents a section of the CA ELD Standards a

teacher might use in planning this type of differentiated instructional support during ELA.

Figure 4.20. Using the CA ELD Standards in Integrated ELD

CA ELD Standards, Part I: Interacting in Meaningful Ways

English Language Development Level Continuum

Emerging Expanding Bridging

5. Listening actively
   Demonstrate active listening
   to read alouds and oral
   presentations by asking and
   answering basic questions,
   with oral sentence frames and
   substantial prompting and
   support.
   5. Listening actively
   Demonstrate active listening
   to read alouds and oral
   presentations by asking and
   answering detailed questions,
   with oral sentence frames
   and occasional prompting and
   support.
   5. Listening actively
   Demonstrate active listening
   to read alouds and oral
   presentations by asking and
   answering detailed questions,
   with minimal prompting and
   light support.

Designated ELD is a protected time during the regular school day during which qualified teachers
work with EL children grouped by similar English language proficiency levels and focus on the critical
language students need to develop to be successful in school subjects. Designated ELD time is an
opportunity to support EL students to develop the linguistic resources of English they need to engage
with, make meaning from, and produce content in ways that meet the expectations of the CA CCSS
for ELA/Literacy and other content standards. Accordingly,
the CA ELD Standards are the primary standards used
during designated ELD instruction. However, the content
focus is derived from ELA and other content areas. The main
instructional emphases in designated ELD are the following:

• Building students’ abilities to engage in a variety of
  collaborative discussions about content topics and
  texts


• Developing students’ understanding of—in reading
  and listening—and proficiency using—in speaking
  and in writing—the academic vocabulary and various
  grammatical structures encountered in second-grade
  texts and tasks

Designated ELD is a protected

time during the regular school

day during which qualified

teachers work with EL children

grouped by similar English

language proficiency levels

and focus on the critical

language students need to

develop to be successful in

school subjects.

334 | Chapter 4 Grade 2